day 1 planning for differentiation october 21, 2005 facilitators: david cormier, serc kim mearman,...
TRANSCRIPT
Day 1
Planning for Differentiation
October 21, 2005
Facilitators: David Cormier, SERCKim Mearman, SERC
Welcome!
Let’s Get to Know Each Other
Introduce Yourself
Name District School Grade Level(s) Content Area or Position
Gallery Walk
Line up by how “expert” you feel you are with differentiation.
After “folding” the line, a group will move to a poster.
Discuss and write a response to the statement.
Wait until told to move to the next poster.
Myths About Differentiation
Differentiation Prevents Me From Covering the Curriculum
The Range of Learners is Too Broad to Differentiate
I Need to Create Individual Lessons
In a Heterogeneous Class, Brighter Students Will Be “Used” to Teach Others
Self Inventory
Please take a few minutes to complete the inventory.
Mark an “X” on each line to show where your current teaching practices lie on the continuum.
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
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ELF-T
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is about...
UN
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UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Planning for DifferentiationCurrent Practices
Decision-making
-
.
Developrelevantunits/lessons
By determining
By examining Through use of
By collaborating to
descriptive
cause/effect
•How does curriculum differentiation support student learning while maintainingthe integrity of the course content?
•How can I use research based planning tools to demonstrate differentiation in planning of a unit?
compare/contrast
Managing Differentiation
Essential curriculum
Student learning variability
Planning tools
•How do my beliefs about differentiation impact my teaching decisions and my ability to collaborate?
Instructional Cycle
Rational for DI
Component of DI
Curriculum
Application of
Planning Tool
Student Variability
Next Steps
Planning Tool
Access for All Students
SERC
Reflective Practice
Reflective Practice
Demands/Skills
Years in School
The Achievement Gaps
Differentiation of General Education Curriculum
Demands/Skills
Years in School
The Achievement Gaps
Creating Access:
Use of accommodations
Demands/Skills
Years in School
The Achievement Gaps
Creating Access:
Use of accommodations & modifications
Demands/Skills
Years in School
What About This Student?
A Definition of Curriculum Differentiation
“In the context of education, we define differentiation as a teacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success.”
Tomlinson & Allan, 2002
Key Components For Differentiation Content/Standards Assessment Grouping Strategies Introductory Activities Teaching Methods Learning Activities Resources Products Extension Activities Adaptations Based on
Learner Needs
The Parallel Curriculum, 2002
Differentiated
Instruction:
A Philosophy
CurriculuCurriculum m
StandardStandardss
AssessmenAssessment
Teaching Teaching MethodsMethods
Knowing Knowing StudentsStudents
InstructionInstructional Materialsal Materials
ReflectioReflection & n &
PlanningPlanning
Carol Ann Tomlinson
The Differentiated Classroom, 1999
Types of Curricula
Explicit or Intended
Hidden or Taught
Absent
Learned
Hoover & Patton, 1997 and Cuban, 1992.
What Teachers Need to Know
Curriculum/Content
Foundations ofTeachingPrinciples ofLearning
Knowledge of Curriculum and Content
Curriculum Frameworks Common Core of Learning Scope and Sequence Charts Content Based vs. Performance
Based Standards Concept Based Curriculum &
Teaching Essential Content/Curriculum Pie
Curriculum/Content
Foundations ofTeachingPrinciples ofLearning
Content Standards vs. Performance Standards
Content standards refer to what gets
taught, the subject matter, the skills and knowledge, and the applications
set the broad curriculum goals
Performance standards set the targets or levels
of mastery that students must meet in various subject matter
translate that content into specific knowledge and skills that students are expected to demonstrate
are defined at specific grade levels or benchmark years
Nolet, V. & McLaughlin, M. J. (2000)
Connecticut Frameworks
Content Standard: Students will apply the conventions of standard
English in oral and written communication.Performance Standard: Proofread and edit for grammar, spelling,
punctuation and capitalization. Use variations of language appropriate to purpose,
audience and task. Develop fluency and competency in the language
arts by using and building upon the strengths of the learner’s language and culture
Understand that an accepted practice in spoken and written language may change
Concept Based Curriculum & Teaching Roles and relationships of all elements of curriculum:
facts, concepts, principles, skills, and attitudes A systems design for curriculum raises the standard for
what students should know e.g. memorizing facts about the American Revolution as compare to understanding the concepts of freedom and independence as a result of studying the American Revolution
A concept is an organizing idea; a mental construct…timeless, universal, abstract and broad, represented by 1 or 2 words, examples share common attributes
Concepts need to spiral through the grade levels The goal is to teach students to think conceptually
(H. Lynn Erikson, 2002)
Structure of Knowledge
Theory
PrincipleGeneralization
Concepts Concepts
Topic Topic
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
(Erickson, 2002)
“…when a teacher lacks clarity about what a student should know, understand, be able to do as a result of a lesson, the learning tasks she creates may or may not be engaging and we can almost be certain the tasks won’t help students understand essential ideas or principles…
…A fuzzy sense of the essentials results in fuzzy activities, which, in turn, results in fuzzy student understanding” Tomlinson
Course Knowledge
University of Kansas Center for Research on Learning
(KU-CRL)
Critical Knowledge
One Slice of the Course Curriculum Pie
KU-CRL
One Slice of the Curriculum
What is the essential
unit content that allall students must know?
What unit content
should mostmost students know?
What unit content could
somesome students know?KU-CRL
Time to Regroup
Get into groups based upon subject area and grade level that you are going to be addressing
Reflection BreakHow do I ensure that I identify
essential curriculum?
Are we in agreement about what is essential for all children to
learn?
What do you think
about when you plan a
unit?
The Unit Organizer RoutineThe Content Enhancement Series from KU-CRL
One Planning Tool for Differentiation
Research on the Unit Organizer Routine
Field tests took place in 7th-12th grade classes.
Teachers learned the routine easily.
Students gained an average of at least 10 to 20 percentage points on unit tests.
Teachers continued using the routine after the studies were completed.
KU-CRL
Instructor’s Manual Contents
Components ofThe Unit Organizer Routine
TheUnit Organizer
Teaching Device
TheCRAFT
Linking Steps
TheCue-Do-Review
Sequence
KU-CRL
The Unit OrganizerTeaching Device
Is a visual device that:•is used under teacher guidance
•focuses attention on critical outcomes
•identifies critical unit content
•prompts elaboration on critical points
•helps make relationships concrete
KU-CRL
The Unit OrganizerTeaching Device
Is a visual device that:•is designed to enhance student…
•...organization
•...understanding
•...remembering
•...responses
•...belief in the value of the content
KU-CRL
Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT/Experience
UN
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is about...
UN
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UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
Sectionalism
pp. 201-236
1/22 Cooperative groups - over pp. 201-210
1/28 Quiz
1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" project due
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
Areas of the U.S.
Differences between the areas
Events in the U.S.
Leaders across the U.S.
was based on
emerged because of became greater with
was influenced by
descriptive
cause/effect
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?
compare/contrast
1/22
What examples of sectionalism exist in the world today?
KU-CRL
NAMEDATEThe Unit Organizer
NEW
U
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Expanded Unit Map is about...
9
10
How did national events and leaders pull the different sections of the U.S. apart?
The Causes of the Civil WarElida Cordora1/22
Sectionalism
pp. 201-236
was based on the
developed because of
North
South
West
SocialDifferences
PoliticalDifferences
EconomicDifferences
Areas of the U.S.
Differences between the
areas
-Henry Clay-Stephen Douglas-Zachary Taylor-Harriet Beecher Stowe-Douglas Filmore-John Brown-Jefferson Davis-Abraham Lincoln
such as
was influenced by
Leaders of change
became greater with
Events in the U.S.
such as
-1820 Missouri Compromise-1846 Mexican War-1850 Compromise of 1850-1850 Fugitive Slave Law of 1850
-1852 Uncle Tom's Cabin-1854 Kansas-Nebraska Act-1854 Republican Party formed-1854 Bleeding Kansas-1857 Dred Scott Case-1858 Lincoln Douglas Debates -1859 John Brown's Raid-1860 Lincoln Elected -1860 South Carolina Secedes-1861 Confederacy formed
whic
h in
cluded t
he
whic
h in
cluded t
he
whic
h in
cluded
th
e
and includedand included and included
KU-CRL
The Linking Steps
Create a context
Recognize content
structures
Acknowledge unit
relationships
Frame unit questions
Tie content to tasks
KU-CRL
The Cue-Do-Review Sequence
Cue•Students that the routine will be used.
Do•The routine.
Review•The information and process.
KU-CRL
How the Unit Organizer is Used
To begin a unit, page one is filled out together with the students.
Each day the Unit Organizer can be used for focus and review and the closure as page two is gradually filled in.
To end a unit the Unit Organizer can be used to review.
KU-CRL
A look at some UO samples…
Student achievement during the first unit of study sets the stage for achievement and motivation throughout the rest of the course. It is imperative that teachers find the tools to make all students successful during the very first unit of every course.
Thomas Guskey
Now… How do I Create and Use my OWN Unit Organizer??
Enhancement Guidelines
Get ReadyGet Set
GoWin
KU-CRL
Get Ready! – Pages 18-27
Decide when to use the routine.
Collect needed materials.
Construct a draft.
Prepare presentation notes
KU-CRL
Time to Draft a Unit
Planning Activities Select the activity organizer
• Identify Key Concepts or Skills •What should students know, understand, or be
able to do?
Think about students and/or use assessment to determine:
Readiness LevelsInterestsLearning Profiles
Get Set! – Pages 28-35 Choose the material.
Introduce Unit Organizers.
•Describe how you will Cue their use of Unit Organizers.
•Describe and model how you will Do the routine.
•Explain how you will Review the information.
Debrief.
KU-CRL
Go! – Pages 36-44
Specific "CRAFT" Guidelines for:• "Launching the Unit"
• "Floating the Unit"
• "Tying Up the Unit” General Use Guidelines:
•Use the routine explicitly.
•Be creative
•Beware of pitfalls.
•Evaluate your use of the routine.
KU-CRL
Win! – Pages 44-47
Ideas for personal professional development as YOU use the routine regularly
Ways of checking that STUDENTS are learning what they are supposed to be learning, are gaining personal satisfaction, and are getting improved grades.
KU-CRL
Let’s Revisit Our Unit Plans
The following questions can be used to focus your analysis:
•What are the learning objectives?
•What learning differences among students do you anticipate?
Key Components For Differentiation
Content
Process
Product
Content/Standards Assessment Grouping Strategies Introductory Activities Teaching Methods Learning Activities Resources Products Extension Activities Adaptations Based on
Learner Needs
The Parallel Curriculum, 2002
Framework for Planning
Topic Content
Standard(s) Expected
Outcomes (Performance Criteria)
Activities for Learning• Instructional Method
•Learning Organizers
•Materials
•Grouping of Students
•Product (Demonstration of Learning)
Who Are Your Students?
Communication Strengths & Preferences
Prior Knowledge or Skill ExpertiseLearning Rate
Cognitive Ability
Learning Style PreferencesMultiple Intelligences
Motivation, Attitude, Effort
Interest, Strength, Talent
Gender, Ethnicity, Primary Language
Self-Efficacy
Universal Design Tools
* Big Ideas
* Strategic Instruction
* Prime Background Knowledge
* Mediated Scaffolding
* Judicious Review
modifyadapt
extend enrich
Intensiv
e
instructi
on
Expanded
instruction
A few
some
all students
A few
some
Accessing the General Education Curriculum
J. Bauwens
Differentiated Instruction
Grouping Strategies
Teaching Methods
Learning Activities
Resources
Extend
Modifications
Un
ivers
al
Diff
ere
nti
ati
on
Focu
sed
D
iffere
nti
ati
on
All Students in School
Products
Assessment
Accommodations/Adaptations
Content/Standards Extension Activities
Respectful Tasks
Diff
ere
nti
ati
on
Enrich
Basic Principles to Remember
Differentiation is not a new concept.
Differentiation is not planning individualized lessons for each student in the class.
It is also not whole group instruction all of the time.
Differentiation is necessary.
Basic Principles to Remember
You know your students. You are the best judge of when and what you can do to help all students be successful learners of your content area.
Keep it simple. Start small. Build on current effective instructional practices.
Next Steps
Refine your unit organizer & plan a lesson
Managing the Differentiated Classroom January 13, 2006
Assessing within the Differentiated ClassroomFebruary 6, 2006
Teaching within the Differentiated ClassroomApril 28, 2006
TTT: Things Take Time
One subject area at a time
One unit at a time One lesson at a
time One strategy at a
time
Thank You!
Please contact us if you have any questions:
SERC (860) 632-1485
David Cormier x320, [email protected] Kim Mearman x314, [email protected] Alice Henley x 311, [email protected]